This dissertation examines the connection between language ideologies and second language learning, specifically in the case of American Sign Language. I argue that students' and teachers' ideologies about American Sign Language (ASL) influence the goals and pedagogies of ASL teachers. ASL students enter the classroom with ideologies that conflate ASL with gesture or view it as simplified visual English. ASL students also view deafness as a disability that needs to be fixed. This contrasts with ASL teachers' view that Deaf people are a distinct cultural minority who wish to remain Deaf. As a result, ASL teachers' goals focus on teaching ASL students to respect Deaf people and their language. This leads to three major pedagogical differences with teachers of spoken languages. First, ASL teachers focus their cultural lessons on teaching their students a non-pathological view of Deafness. Second, ASL teachers are far more likely than spoken language teachers to think that a member of Deaf Culture should teach ASL. Finally, ASL teachers go to greater lengths than spoken language teachers to avoid the use of English in their classrooms. This research was conducted at five different public universities in the United States. I observed ASL classes at all five universities and a Spanish class at one university. I administered a survey at four of the five universities. I interviewed ASL teachers and teachers of other languages at all five universities.

This dissertation is a study of diverse linguistic resources and contentious identity politics among indigenous Amazonian Kichwas in the city of Tena, Ecuador. Tena is a rapidly developing Amazonian provincial capital city with a long history of interethnic and interlinguistic contact. In recent decades, the course of indigenous Kichwa identity formation has been dramatically altered by increasing urban relocation, a burgeoning international eco-tourism industry, a generational language shift toward Spanish monolingualism, and the introduction of bilingual and intercultural education into native communities.The current era of nationalistic Ecuadorian "interculturality" and cultural tourism have heightened the public visibility of threatened indigenous practices. Paralleling these national social currents has been a growing indigenous activist movement in Ecuador that has very recently introduced a controversial new Kichwa language-planning project in Napo province. The national standard, Unified Kichwa, is currently being taught to a young population of indigenous students in the Tena region in an effort to create cultural and political solidarity among geographically separate communities. The move has been met with considerable backlash from Tena Kichwas who believe local Amazonian language identity and "natural" socialization practices are under threat of displacement.As part of this fracturing of ideologies surrounding language production and socialization, Tena Kichwas are creating innovative strategies for objectifying marked linguistic forms in order to use them for specific political purposes. The city of Tena has been reconceptualized as an indigenous space for publicly exhibiting opposing identity construction strategies, particularly through the use of new semiotic media, including folkloric performance and mass-communications technology. Language choice, variation and change are becoming very apparently politicized in this unique socio-cultural milieu, where new and old varieties are being symbolically elevated and denigrated through high-profile semiotic work. Language has become a critical site for the intellectualization of cultural change and a key vehicle for asserting rights to self-representation and self-determination.This dissertation combines theoretical and methodological approaches in linguistic anthropology, ethnographic sociolinguistics and discourse analysis to examine language variation, change and ideologization in progress. It attempts to illuminate aspects of the process by which language forms emerge and transform as products of social experience.

Die vorliegende Masterarbeit hat in einer Einstellungsstudie untersucht, welchen Einfluss Einstellungen gegenüber sprachlichen Varietäten und gegenüber der wahrgenommenen ethnischen Herkunft von Sprecher*innen auf die Leistungsbewertung von Schulaufsätzen haben. In Anlehnung an die Debatte um Sprachideologien wurden Einstellungen gegenüber den sprachlichen Varietäten Kiezdeutsch und dominantes Deutsch sowie, aufbauend auf Studien zur Wahrnehmung von sozialer Information über Sprecher*innen, Einstellungen gegenüber türkisch und deutsch markierten Vornamen miteinander verglichen. 157 Lehramtsstudierenden der Universität Potsdam wurde je ein fiktiver Schulaufsatz vorgelegt, der die jeweiligen Einstellungsobjekte sprachliche Varietät und ethnisch markierter Vorname enthielt. Durch einen Vergleich der individuellen Leistungsbewertung der Aufsätze wurde untersucht, welche Unterschiede sich im schulischen Kontext in der Bewertung und damit der Einstellung gegenüber bestimmten Sprecher*innen und ihrem Sprachgebrauch feststellen ließen. Die Studie ergab, dass in den fiktiven Schulaufsätzen Kiezdeutsch stärker sanktioniert wurde als dominantes Deutsch. Dieses Ergebnis konnte verstärkt beobachtet werden, wenn der Schulaufsatz vermeintlich von einer*m Sprecher*in mit türkisch markiertem Vornamen stammte. Die Ergebnisse der Studie lassen vermuten, dass eine Bewertung von Schüler*innen von einer Vorstellung darüber abhängt, wie weit oder nah entfernt der oder die betreffende Schüler*in zur sprachlichen und sozialen Norm steht. / The present master's thesis aimed to investigate whether attitudes towards linguistic varieties and a perceived ethnic background of speakers do influence the grading of school essays. 157 teacher trainees from the University of Potsdam had been asked to each grade an identical school essay which only differed in the attitude items ‘linguistic variety’ and ‘ethnically marked first name’. The study has shown that school essays containing the multiethnolect 'Kiezdeutsch' (Neighborhood German) – which is perceived by the media and the public opinion as a “poorly performed German spoken by adolescents from Turkish immigrant background” – are assessed worse than those containing structures of Dominant German. These results could be observed even more strongly when the essay supposedly came from a speaker who had a Turkish marked first name. The results indicate that the assessment of the performance of children and adolescents in school depends on the perception of how close or far the individual student is situated to the linguistic and social norm.

The present thesis on bilingual education, with its foci on linguistic heterogeneity and language policy 'from below', covers the first 15 years in the officially multilingual new South Africa. The post-apartheid era has seen South Africa's pro-multilingual Constitution and the language-in-education policy for schools being sidelined in favour of an English-oriented mindset. The subversion of the policy's additive bi/multilingual intent in favour of a replacive 'English-as-target-language' approach indexes a collusion between the political class and the African-language speaking majority, and has been accompanied by systemic underachievement. While the linguistic market beyond school is not necessarily unified in its monolingual habitus, choices for the poor are constrained by a lack of alternatives. Within the implementational spaces afforded by the policy environment, groups such as Project for the Study of Alternative Education in South Africa (PRAESA) have attempted to demonstrate an alternative approach that valorised mother-tongue-based bilingual education. These alternative education initiatives (1995-2009) form the substance of the five published pieces in the present portfolio, capped by the summative thesis. They were written while the author was still a member of PRAESA, and collectively address topics such as language policy initiatives 'from below', the role of surveys in gauging language behaviour and creating language awareness, a multilingual training of trainers programme for southern Africa, a bilingual teacher in-service programme foregrounding different teacher identities in relation to policy realisation, and a classification system for schools by language medium that factors in mother tongues while making allowance for linguistic heterogeneity. The thesis reflects critically on the prevailing monoglossic language ideology informing these studies, and suggests the need for a heteroglossic approach oriented to language as a resource.

Due to increased transnational migration and globalisation, English has come to have a high status in Sweden, and is used in daily communication. The purpose of this research is to investigate how immigrants with English as their first language, negotiate their identity in Sweden, how they construct the need to (not) speak Swedish, and, finally, how their linguistic trajectories inform us about their linguistic ideologies and reported practices. Identity, constantly performed on the border between the self and the other, is greatly dependent on the language. Recent research in the field has focused mainly on immigrants moving to English speaking countries, while migrants with English as their first language have been somewhat neglected. This study investigates identity negotiation based on linguistic repertoire, Spracherleben, and linguistic ideologies, based on data collected through interviews. The results indicate that the fact that all informants prefer to, and mostly do use English, has a meaning beyond the language. It is namely in the language choice itself that the participants negotiate and demonstrate their identity. Language, therefore, is not the main issue the informants find problematic. Instead, it is the sense of alienation and the inability to convey their message in the way they feel would best represent who they are.

Submitted by Fabiano Vassallo (fabianovassallo2127@gmail.com) on 2017-04-13T20:03:20Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_Tatiana Pereira Carvalhal.pdf: 2301882 bytes, checksum: 6597ceb02c0ce9d00bc80e8bcf31aa8a (MD5) / Approved for entry into archive by Josimara Dias Brumatti (bcgdigital@ndc.uff.br) on 2017-04-20T14:58:23Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_Tatiana Pereira Carvalhal.pdf: 2301882 bytes, checksum: 6597ceb02c0ce9d00bc80e8bcf31aa8a (MD5) / Made available in DSpace on 2017-04-20T14:58:23Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_Tatiana Pereira Carvalhal.pdf: 2301882 bytes, checksum: 6597ceb02c0ce9d00bc80e8bcf31aa8a (MD5) / Esta investigação visa a avaliar a política e planejamento da linguagem de uma universidade federal brasileira pautada em um projeto de integração latino-americana de educação bilíngue em português e espanhol. Particularmente, foram avaliados os efeitos desse projeto sobre o perfil sociolinguístico e ideologias linguísticas dos estudantes. Situado no campo interdisciplinar de pesquisas de Política e Planejamento da Linguagem (PPL), e com foco no eixo avaliação, o presente estudo integrou análises de natureza quantitativa e qualitativa e propôs um enquadre analítico baseado em três dimensões, conjuntural, social e individual, de modo a construir uma compreensão ampla dos efeitos e dos fatores que os geraram. A partir desse procedimento analítico-metodológico, identificou-se que atuam, na política e planejamento da linguagem institucionais, além da proposta de educação bilíngue e do ensino obrigatório de espanhol e português, fatores como a localização na fronteira trinacional formada por Argentina, Brasil e Paraguai e a composição discente e docente da Universidade. A avaliação realizada mostrou que a (inter)ação desses fatores com diferentes orientações ideológicas de política da linguagem gerou múltiplos efeitos na comunidade estudantil, relacionados a processos de mudança e manutenção nos usos e conhecimento das línguas, bem como nas ideologias linguísticas. Quanto aos usos, avaliou-se que tais fatores contribuíram tanto para o contato, integração e usos bilíngues quanto para o conflito, exclusão e transferência de relações assimétricas da região para a universidade. Ademais, contribuíram também para um avanço desigual no aumento do conhecimento e usos do espanhol e do português nos ambientes familiar e educacional, bem como para a perda de outras línguas nesses ambientes, especialmente das originárias. Com relação aos efeitos nas ideologias linguísticas, foi avaliado que a política e planejamento da linguagem da instituição, ao se pautarem na educação bilíngue em espanhol e português e atribuírem a estas a função de línguas de ensino e de produção de conhecimento científico, promoveram o fortalecimento das duas línguas majoritárias, entretanto, no que tange a demais línguas, em especial as originárias, novamente favoreceram a redução do seu status. Por fim, discutiu-se a divergência entre a política e planejamento de integração, de identidade e da linguagem, e se concluiu que o alinhamento dessas diversas políticas e planejamentos seria um possível caminho para o avanço da instituição em direção aos seus objetivos / This investigation aims to evaluate the language policy and planning featured in a Brazilian federal university based on a Latin American integration project with bilingual education in Portuguese and Spanish. The effects on this project over the sociolinguistic profile of students and their linguistic ideologies were thoroughly analyzed. Lying in the interdisciplinary field of Language Policy and Planning (LPP), with a focus on evaluation, this study integrated quantitative and qualitative analyses, and proposed an analytical framework in three dimensions, conjunctural, social and individual, in order to build a wide comprehension of the effects and the factors from which they were generated. According to this analytical and methodological procedure, it was verified that, besides the bilingual education proposal and the compulsory teaching of Spanish and Portuguese, factors such as the location in the trinational region of Argentina, Brazil and Paraguay and how the student body and faculty are constituted also have an impact on the institutional language policy and planning. The evaluation revealed that the interaction of these factors, along with different ideological orientations of language policies, generated several effects amongst students, in processes of changing or maintaining the use and kwnoledge of languages, as well as the linguistic ideologies. As far as use is concerned, it was demonstrated that these factors contributed not only to the contact, integration and bilingual uses of languages, but also to conflicts, exclusion and the transfer of asymmetric relationships from the region to the university. Moreover, there was an uneven progress in the grown of knowledge and in the use of Spanish and Portuguese at the family and educational environments, along with the loss of other languages at these environments, mainly their native ones. Regarding the effects in the linguistic ideologies, it was verified that language policy and planning in the institution, by relying on bilingual education in Spanish and Portuguese, and their role as languages of instruction and production of scientific work, strengthened both major languages. Nevertheless, the other languages, particularly the native ones, were once again excluded or had their status diminished. Finally, a thorough discussion concerning the divergence between policies of integration, identity and language took place, and it was concluded that the alignment of these several policies and plans would enable the institution to move forward towards its objectives

Within the sociolinguistic field of accent attitudes, it has often been shown that both native and non-native speakers show preference for certain accents, especially for native varieties. This ‘native speakerism’ can have a negative impact on second language speakers, as the stigmatisation they may experience can hinder their willingness to speak. The aim of this study was therefore to investigate accent attitudes of an English as a second language speaker group: Swedish L1 speakers of English, focusing on their attitudes towards their own English accents and their attitudes towards other Swedes’ English accents. The relationship between these attitudes were also examined. In doing so, the study drew on Standard Language Ideology and Social Identity Theory as the theoretical frameworks. In order to answer the research questions, data was collected through a questionnaire which collected 612 responses. Respondents’ answers were then quantified into descriptive and inferential statistics. The results showed that most respondents were positive towards their own and other Swedes’ English accents. However, there was a strong conformity to the Standard Language Ideology amongst the participating Swedes. The participants generally did not have a strong need to express their Swedish identity through their Swedish accents, which could also be attributed to the strong native norm. The results also showed that native norms were stronger in English L2 settings, while Swedish identity was more important for those living in a native English-speaking country. Finally, those who were positive towards Swedes’ English accents were more likely to value their Swedish identity, while those who were negative towards other Swedes’ English accents were themselves more likely to conform strongly to native norms.

Thesis advisor: C. Patrick Proctor / With U.S. classrooms increasingly characterized by linguistic diversity, teacher education has come under heightened scrutiny to respond to these realities. Recent shifts in Massachusetts language policy provide an informative example. Federal oversight prompted the state to implement an ambitious initiative requiring teachers to earn an endorsement in Sheltered English Immersion (SEI). The rollout of this initiative coincided with the final years of the state’s English-only education mandate, and the SEI endorsement remains a requirement for teachers today. As a growing body of research highlights the ideological dynamics of language policy, particularly in English-only educational contexts, this dissertation has two overlapping goals: (1) To develop a theoretical framework for the study of monolingual language ideologies in relation to policy interpretation and (2) to apply this framework within a critical policy analysis of the Massachusetts SEI endorsement initiative. This dissertation consists of three papers. Paper 1 puts forth a theoretical framework for studying monolingual language ideologies. Through a historical analysis of U.S. language policies and previous research on language ideologies, this paper demonstrates how dynamics of race and racism overlap with language policy and teacher education in U.S. contexts. Paper 2 is an empirical study of SEI instructors’ roles as policy interpreters within the SEI endorsement initiative. This study documents how 33 SEI course instructors interpreted the SEI endorsement course in ways that reinforced or augmented the state’s design. Paper 3 highlights these instructors’ discourses around the topics of language policy and race. Drawing on poststructural policy analysis, this paper explores the varying degrees to which participants addressed these topics in relation to the course’s emphasis on language pedagogies. Together, these papers offer a framework for the study of language ideologies with implications for language policy, policy interpretation, and teacher education in multilingual contexts. / Thesis (PhD) — Boston College, 2019. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Magister Artium - MA / Early Childhood Development (ECD) prioritizes the foundation for children aged 0-9 years old. This program focuses on the cognitive, physical, emotional, or holistic development of a child for the child to thrive and be a functioning member of society. Recently, this initiative has been prioritized by both the national government and UNICEF (Shapley, 2014; September 2014). In the Cape Town context one finds that large population of children are frequently exposed to extreme poverty and gang violence. They also lack the communication and literacy skills they require; this includes grasping basic ideas related to reading and writing and have little to no community support system.

English has been a central language in various sectors of South Korean (henceforth Korean) society for over a century, with historical events and contexts resulting in a glorification of the language as both an essentiality for success and an indicator of superiority and modernity (Park, 2009; Cho, 2017). With English becoming omnipresent in recent times due to an increasing focus on globalisation within Korean society, most families rigorously pursue English education to ensure optimal chances of employment. In turn, due to the necessity for additional English education outside of school, such as expensive private education, the divide between social classes in Korea has been continuously growing up to this day (Cho, 2017). Due to these existing inequalities and language ideologies, English is generally recognised as an indicator of social class in Korea. Despite the strong history of English in this country, however, Koreans’ perceptions of English, whether they see it as a key for vertical social mobility, and how they conceptualise English with respect to their self-images remain under-researched. Thus, by approaching this topic empirically, the present thesis explores the perspectives of English-speaking and non-English-speaking Korean native speakers regarding the role of English in Korea. To investigate this, the present study incorporates semi-structured interviews on the addressed topics and a subsequent content analysis through which themes are both established and interpreted. The participants were selected according to their age, English proficiency, and respective employment, with all interviewees being in their 20s and all working either in the real estate market or being involved in university undergraduate studies. The participants’ responses in the interviews showed similarities between the two groups, namely that both English-speaking and non-English-speaking participants of the present study position themselves similarly towards the role of English in Korea. First, it seems clear from the responses that English is perceived more as a marker of social class and less as a tool for vertical social mobility. This finding appears to indicate that English influences movement within the social hierarchy of Korea only to a certain extent, according to the interviewees’ perspectives, due to English being less important after recruitment by a company. Second, the participants conceptualise English as having general overt prestige. At the same time, the participants’ responses indicate that they connect English with the possibility of putting themselves in danger of face-threatening acts (FTAs). Thus English is conceptualised positively as being an indicator of intelligence, power, and wealth, while being negatively conceptualised as being a possible threat to the face of Koreans, resulting in their reluctance to speak English.